nowing me, Knowing you: How School Educators Cope with the Chal-lenges of Inclusion in Deprived and Non-Deprived Areas (APR, 10.1080/13603116.2024.2309870, 2024)

Authors: Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, C.

Journal: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION

eISSN: 1464-5173

ISSN: 1360-3116

DOI: 10.1080/13603116.2024.2346424

https://eprints.bournemouth.ac.uk/39825/

Source: Web of Science (Lite)

Correction: Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas

Authors: Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, C.

Journal: International Journal of Inclusive Education

Publisher: Taylor & Francis

eISSN: 1464-5173

ISSN: 1360-3116

DOI: 10.1080/13603116.2024.2346424

https://eprints.bournemouth.ac.uk/39825/

Source: Manual

Preferred by: Constantina Panourgia

Correction: Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas

Authors: Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, C.

Journal: International Journal of Inclusive Education

ISSN: 1360-3116

Abstract:

When the article was first published, the authors have identified the error that were inadvertently introduced to the figures, and this affected some of the results. In order to rectify the error, the following changes have been made to the article.

A correction has been made on page 6 of the PDF, The sub-theme of consequences of Figure 1 must be replaced with the sub-theme of barriers.

Published Figure: Figure 1

The figure 1 has been replaced and published online.

https://eprints.bournemouth.ac.uk/39825/

Source: BURO EPrints